Writing Rhetorically: Framing First Year Writing
Wanda M. Waller
Publisher: LOUIS: The Louisiana Library Network
Conditions of Use
It's almost entirely comprehensive. My minor concern is, there is a glossary, but I wish it included terms like "predicate" or "independent clause" -- a few of the more sophisticated but common grammar terms, not just the composition terms. A... read more
It's almost entirely comprehensive. My minor concern is, there is a glossary, but I wish it included terms like "predicate" or "independent clause" -- a few of the more sophisticated but common grammar terms, not just the composition terms. A larger concern is the link to the Interactive Grammar Quiz no longer works - I got a 404 error with it. And since apparently it was a hyperlink to another book or course, it may be that the original site is gone or revised.
One other point of mention: the videos and some of the other content seems not only specific to the students within the Louisiana system, but to individual classes. For example, one says, "Since you missed class today, I wanted to provide you with an explanation..." and then refers to an activity the class participated in during an earlier week. So, it's not as open for general use/adoption as one might expect.
The accuracy is good - examples include cultural pieces from South Africa, for example. It's global in this kind of way and accurate in terms of organizing the whole book according to the rhetorical modes. While some scholars might say we've moved to genre-based and not modes-based approaches to teaching writing (e.g., blog posts vs. essays, emails vs. reports, etc.), the modes are still quite in use and commonly taught -- and commonly assigned as topics in all disciplines (ie, compare these two countries' GDPs, explain how a solar plate works, etc.) so the organization structure and assignment nature still is relevant.
Yes - as above. One sample paper, for example compares two nations' capitals - familiar locations and timeless enough that it won't need to be updated with frequency or else appear to be obsolete. Even specifics like "Compare Beyonce to Madonna" is OK because they are each superstars and renowned enough to make sense to younger generations of students.
Very easy to understand. The explanations are thorough but not too long. They get to the point with an easy readability. I didn't find any places that would be confusing. Even, for example, the evaluation or compare/contrast modules were written clearly. Often with c/c textbooks, authors will say "Use a point-by-point or subject-by-subject arrangement." While this doesn't sound confusing on the surface, students can confuse those structures. These authors distinguish between the two by defining them when they first introduce these options.
While there's a consistency and cohesion throughout the text, the consistency is really evident in the way the chapters per each rhetorical pattern is organized - with an explanation, with samples, even with things like the appropriate kinds of signal or transition words commonly used when writing in that mode. The authors provide a list of features or expectations, (e.g., reminding students to avoid switching verb tenses, to say in first or third person point of view, etc.). The rubric for the discussion posts are clear and are used for each discussion correlating to the four major writing assignments. The authors even provide sample bulleted lists topics for each assignment. Where different module writers embedded a video as part of the lecture, it seemed organic and not inconsistent compared to the others. It's great how that sense of consistency occurs even though three different authors wrote the separate modules and "anonymous" wrote the grammar/review materials.
I definitely appreciated the arrangement/modularity. The book takes its time in explaining the steps of the writing process in individual modules (1-4), then it takes each of the rhetorical patterns in term, then last it provides grammar/mechanics review, a glossary and other back material. I found it very easy to navigate and find what I wanted.
I just sort of touched on the organization with the modularity. They explain the writing process before any writing begins, they have the modules with the rhetorical patterns which is where the writing would occur, and then finally they have the finer points (revising/editing aspects) at the end by way of the grammar/mechanic, glossary and review. The book is organized according to the writing process, beginning to end.
No interface issues, just that broken interactive quiz link mentioned earlier. The authors didn't really include any images but did embed some videos, e.g., related to thesis sentences or one about homelessness as part of the "cause/effect" module. The videos played even if their content was individual-class-that-day specific and not created for general OER use.
Well, since it's written by English instructors, the writing and grammar is fine, and the vocabulary level is very accessible.
I think there could be a bit more multiculturally. There was the essay about South Africa and a text by Amy Tan. I noted the inclusion of the homelessness video as a good example of economic variety and the idea of insider/outcast. But they might want to include a set of supplemental readings that don't have to do with Louisiana and its food, or other standard US readings (even Amy Tan is mainstream). Even if they were to stay within Louisiana, they don't offer anything related to its indigenous or Creole populations. Rather than clutter each module with additional readings that add length and could overwhelm the student, a complementary selection of readings correlated to the various rhetorical modes would provide the students with extra examples and the faculty with an array of readings to assign.
I'd actually consider using it for my developmental English class even though the authors state it's geared for Comp I. The way they introduce process, grammar fundamentals, and the modes is exactly how I structure my course. The only issue I would have with holistically using this book is that the theme I take of murals and public art of course don't appear here. I'd have to supplement this book with readings and assignments (reading comprehension, vocab building, note-taking/annotation) with my own materials. Still, this book, its rubrics, "things to include in your paper" aspects, and more make it extremely useful. I wouldn't find it cumbersome at all to supplement or complement it with materials to support our SLOs.
Dear Colleagues, I am glad to be part of the Reading and Commentary as these recent years showed me "tired" Readings, lessons, and Plans. I did add readings, various exercises, current informational readings. The process of reading, observing... read more
I am glad to be part of the Reading and Commentary as these recent years showed me "tired" Readings, lessons, and Plans. I did add readings, various exercises, current informational readings. The process of reading, observing outside items, and writing/response is expected in this generation for not only academia but the professions and vocation worlds.
Viewing the AIM of the text brought me to comment on the following:
* The edition seems to be presented in an orderly, traditional subject-chapter way
This textbook spells out the essay writing in min-genres, as I might say, from define, what is? to position writing.
I assume personal, instructor add's can and enhance this text.
The text is explanatory and logical in style. An instructor may add the further functions of our Subject as WRITING is
everywhere. My samples, for ex, include TV AD's, medical/RX brochures and lyrics. Mention as this should preface any text
It lends mostly academia slant in a direct, purposeful way on browse examining - plus for a College
The book gives nice hands-on, eyes-on samples for first year students NIce to know that my first weeks" lessons focus
on same as beginning lessons in the book
It proceeds, then, in a nearly elevated way to show Readings and Exercises that could build the hierarchy of forms
* Listing of the Chapters seems to be in a traditional, logical system
**Breakdown as follows - Whether answering a response in a Chemistry class or a brief Writing topic, DEFINE is vital
Use of "is" and metaphors, ex, similes are apparent with other styles added
**Identify and knowledge of a subject - p 50 - notetaking is included, plus for reports
**The Intro to Body of Writing, explained as Body of Essay Parts...I am not fond of this, but rather Main Sentence, Maj Details - as the book writes on Support words - seems always to fit a position/argument style, not narrative, etc.
**Book mentions Outlining, notes - these are skills, too; do not overplay as many duplicate
**Cause/Effect - a tricky style for even fine writers -- uses across vocations, academia ....Step process s/b in this CH
...some of the readings lean from typical, personal samples, but become dense, social
** Compare/Contrast - A very tricky one for beg writers -juggling back-forth is not my RX - but rather a system of features, then the common, then the contrasts..with transition words.
As a view comment, text is finely written with mostly clear directions and varied samples. I might heitate, as mentioned, the use for ALL 111 level classes as the languages in most spots is elevated..This can stimulate and be part of the plan with vocabulary and more samples or can hinder. But, new to us with that refresh note!
Sharon Deyeso, B.A., MEd., Post Graduate Studies
Although I could not read each page, the book seems accurately printed.
Although a few selections were on current issues...most could be applied in time change.
The book explains in a traditional manner, but some language is elevated. Very little jargon.
The book uses a traditional, logical method of setup and retains through the Chapters. Explanations are bit elaborate, but examples are fine.
Yes, and an instructor can add personal readings to supplement the text.
A fine point of the text...the building blocks of writing from a reluctant one to an intermediate writer can follow this blocks.
ALL diagrams or examples (charts) are clear.
No grammar problems.
All readings were appropriate, most were interesting options. I watched for overly sensitive.
The book is refreshing as most of us have older editions of popular books with additions....very little change. I would enhance the texts with additions and noticed a few selections for full essays were broad. Some language is elevated but could be a good vocabulary lookup! ha (Some instructors may sway from it as explanations re needed, then, and not for home reading with elevated language for ALL 111) Thank you for your attention, Sharon Deyeso
Table of Contents
- About This Book
- Adaptation Statement
Course Contents and Syllabus
Major Writing Assignments, Student Worksheets, and Rubrics
Chapter 1: Invention
Chapter 2: Arrangement
Chapter 3: Drafting and Revising
Chapter 4: Editing and Proofreading
Chapter 5: Narrative
Chapter 6: Description
Chapter 7: Definition
Chapter 8: Illustration/Example
Chapter 9: Compare/Contrast
Chapter 10: Evaluation
Chapter 11: Cause and Effect
Chapter 12: Argument
Chapter 13: Grammar and Mechanics Mini-lessons
- Appendix A: Checklist for Accessibility
About the Book
This course equips students with a strong understanding of how to use rhetorical modes that underpin much academic writing. The textbook covers modes related to creative writing, such as narration and illustration, while also covering analytically-focused modes such as comparison and cause and effect. Detailed assignment sheets are supplemented by helpful student worksheets for each major paper assignment. The book's final chapter includes grammar and style exercises.
This textbook has been heavily adapted from material taken from English Composition I: Rhetorical Methods-Based, an OER developed and authored by Lumen Learning. Each chapter’s author has edited and created new content using Lumen Learning’s text as its primary source material, except where otherwise indicated. Where applicable, other source materials have been noted at the chapter level.
This textbook was created as part of the Interactive OER for Dual Enrollment project, facilitated by LOUIS: The Louisiana Library Network and funded by a $2 million Open Textbooks Pilot Program grant from the Department of Education. This project supports the extension of access to high-quality post-secondary opportunities to high school students across Louisiana and beyond. This project features a collaboration between educational systems in Louisiana, the library community, Pressbooks technology partner, and workforce representatives. It will enable and enhance the delivery of open educational resources (OER) and interactive quiz and assessment elements for priority dual enrollment courses in Louisiana and nationally. Developed OER course materials will be released under a license that permits their free use, reuse, modification and sharing with others.The target audience for this project and this textbook are dual enrollment students. Dual enrollment is the opportunity for a student to be enrolled in high school and college at the same time. A dual enrollment student receives credit on both their high school and college transcripts for the same course
About the Contributors
Wanda M. Waller